The DOI matches its Crossref record; 8 of the 8 references it cites were found in a registry or an index.
Innovative Assessment in Higher Education
Abstract
This chapter explores how formative assessment and feedback might be used to promote the development of self-regulated learning in contexts in which face-toface and online learning are integrated. Self-regulated learning (SRL) refers to the active control by students of some aspects of their own learning; for example, the setting of learning goals, and the monitoring and regulating of progress towards the attainment of these goals (Zimmerman and Schunk, 2001; Pintrich, 1995). Empowering students to self-regulate their learning is a key goal of higher education and of lifelong learning. In this chapter, formative assessment is defined as ‘assessment that is specifically intended to provide feedback on performance to improve and accelerate learning’ (Sadler, 1998: 77). In this context, feedback is information about how a student has performed in relation to some standard or goal (knowledge of results).
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Citations
Cites
Assessment and Classroom Learning
Black, P., & Wiliam, D. (1998) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969595980050102 · Cited by 8,152
Formative assessment and the design of instructional systems
Sadler, D. R. (1989) · Instructional Science · doi:10.1007/bf00117714 · Cited by 4,285
SECI, Ba and leadership: A unified model of dynamic knowledge creation
Nonaka, I., Toyama, R., & Konno, N. (2000) · Long Range Planning · doi:10.1016/s0024-6301(99)00115-6 · Cited by 4,135
Self-Regulated Learning and Academic Achievement
(2013) · doi:10.4324/9781410601032 · Cited by 1,325
Yorke, M. (2003) · Higher Education · doi:10.1023/a:1023967026413 · Cited by 973
Scouller, K. (1998) · Higher Education · doi:10.1023/a:1003196224280 · Cited by 724
Understanding self‐regulated learning
Pintrich, P. R. (1995) · New Directions for Teaching and Learning · doi:10.1002/tl.37219956304 · Cited by 633
Getting the Message across: The Problem of Communicating Assessment Feedback
Higgins, R., Hartley, P., & Skelton, A. (2001) · Teaching in Higher Education · doi:10.1080/13562510120045230 · Cited by 549
Cited by
Rethinking feedback practices in higher education: a peer review perspective
Nicol, D., Thomson, A., & Breslin, C. (2014) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2013.795518 · Cited by 966
Self-citationDeveloping sustainable feedback practices
Carless, D., Salter, D., Yang, M., & Lam, J. (2011) · Studies in Higher Education · doi:10.1080/03075071003642449 · Cited by 869
The feedback triangle and the enhancement of dialogic feedback processes
Yang, M., & Carless, D. (2013) · Teaching in Higher Education · doi:10.1080/13562517.2012.719154 · Cited by 414
Facilitating productive use of feedback in higher education
Jonsson, A. (2013) · Active Learning in Higher Education · doi:10.1177/1469787412467125 · Cited by 414
Conceptualizing feedback literacy: knowing, being, and acting
Sutton, P. (2012) · Innovations in Education and Teaching International · doi:10.1080/14703297.2012.647781 · Cited by 393
Metadata
- Venue
- Routledge eBooks
- Publisher
- Routledge
- Published
- 2006-09-27
- OpenAlex
- W428052884
- Cited by
- 534
- References
- 8
- FWCI
- 39.59
- Type
- book
- Language
- en
- Open access
- closed
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